Example Final Assignments: Grades K-2
Below are samples of final assignments. Several samples include instructor comments in red.
Final assignment formats change from year to year; these are assignments from 2011 & 2012.
The following teachers have granted permission to reprint and share their assignments: Melanie
Langner and Kelly Neumann.
Kindergarten
Final Assignment Reflection and Questionnaire
Name: Kelly Neumann
Grade you teach: Kindergarten
School: JF Kennedy
Subject where you taught the mini­unit: Social Studies
E­mail address: kneumann@dubuque.k12.ia.us
Phone: 563­552­3943
1)
Restate what you wanted your students to know or do as a result of the mini­unit.
(Found in Item #1 of your Draft of Mini­Unit, completed this summer.)
A)…be aware of how much we have as a society vs how much we need.
B)…understand trash vs recycle.
C)…even as one small person you can make a difference.
D)…other options instead of throwing “stuff” away.
Instructor note: The learning objectives are doable for kindergarteners, and they are empowering for the
students.
2)
Final mini­unit plan (daily activities)
Day 1 Daily Activities and Resources used: (Insert text here and follow the same format for the
following days.)
Read, “The Wartville Wizard” by Don Madden donated by Waste Reduction Class
After reading the story display 2 hula hoops one with the word RECYCLE and one with the word
TRASH. First, I had collected a basketful of items from around the room that we first sorted into trash
and recycle. Next, we brainstormed things that we recycle and things that must be thrown away.
Handout magazines and have each student cut out one picture of something they would throw away and
one thing they would recycle. Have students place inside the corresponding hula hoop. Discuss how
we can change the amount of “stuff” we put in both the trash and recycling. Instructor note: Creative
use of the hula hoops and age­appropriate activity.
I invited our business partner, Alter Metal Recycling, to come in and talk about recycling things they
may have around their house/garage.
I sent homework paper for the number of shoes each member of your family has and what you do with
them when you are finished with them. This needs to be back by Day 3.
Formative assessments (how I monitored whether the students learned what I wanted them to
know or do): (Insert text here and follow the same format for the following days.)
Were we able to brainstorm things to be recycled or what must be thrown away. We were able to tell
the difference? Did we have things in the trash that could be recycled? Were we able to identify them?
Day 2 Daily Activities and Resources used:
Read, “The Old Red Rocking Chair” and “Joseph had a Little Overcoat”. Bring to school things
that have been handed down to me, purchased at 2nd hand stores, and or made into other things
(ex…my dad’s jackets made into bears, my antique dolls, by grandma’s quilts). Add to our existing
hula hoops our third REUSE. Have students brainstorm what we can add. (Paper to use the
backside/toilet paper rolls/water bottles/magazines/counting jar stuff) I had a para educator from our
school talk about “The Hanger,” a local consignment shop that she frequents. Several of the kids had
heard about it and either had stuff from there or their moms took their stuff there. Instructor note: Great
to increase learning by adding the Reuse concept in Day 2. Great, concrete examples of reuse.
Appropriate formative assessment (shown below).
Formative assessments:
Students were able to verbalize or draw things they have that have been “handed down”, made into
something else, or purchased at a 2nd hand store.
Day 3 Daily Activities and Resources used:
Read, “Agatha’s Feather Bed”. Have quote on paper. Do graph, “Just Look At Our Shoes”. Use
the homework sheet for reference. Instructor note: Apparently this wasn’t too much for one class
period, but I would guess it was plenty. Teachers tell me students love Agatha’s and can discuss where
things come from for quite awhile. Even 8th grade science teachers have said so.
Formative assessments:
Students will understand that we have more than we need and we get rid of things when they are not
totally worn out. Students will share with an elbow partner and draw what we can do with things we no
longer need/want/can’t use.
Day 4 Daily Activities and Resources used:
Introduce Service Project of collecting shoes that your family and friends no longer use. Introduce that
we are going to have a competition with a Kindergarten class from Hoover to see who can bring in the
most shoes to donate to Soles for Souls. Instructor note: Great to partner with another school, and
even better to add a service component to the unit.
Formative assessments:
Students will verbalize what a service project is and how it can help our earth, society, and us.
Day 5 Daily Activities and Resources used:
Ask students what they have learned so far this week? Did we understand? Did we change our ways?
Can we do more?
Read, “The Gift of Nothing” by Patrick McDonnell. Generate list of “nothings”. Make a gift of
nothing (piece of leftover 2x4 cut (reused) and wrapped with leftover wrapping paper with a ribbon and
note attached.) They may give this gift of nothing to anyone they want.
Formative assessments:
Students can verbalize what they learned this week. Show we were able to make changes as just one
small room/person.
3)
Reflect on your mini­unit and provide a self­assessment. At a minimum, answer the
following questions:
This unit was amazing. My students knew more than I would have ever guessed. They brought a lot to
the group with their wisdom. They learned what I wanted and this I know because daily they go
through the trash and recycle and pull out things that can still be used and come up with creative ways to
use them. They love to share when they get something that has been handed down or purchased from
Goodwill, The Hanger, or St. Vincent de Pauls. They have also been chatting about how they want to
pass things on instead of throwing them away. Many have brought things that we can use at school.
We didn’t get to Skype or meet with the Hoover Kindergarten. I would still like that to happen. We
collected 70+ shoes to donate. The reason I say + is because after the deadline they kept coming in
and I just added them to the pile. The shoe store in Cedar Rapids was overwhelmed when I brought in
our and Hoovers, equaling 100+ pairs. Instructor note: Great to see behavior change, understanding of
the learning objectives, and student engagement.
4)
Did the unit fit the goals and objectives of your class? Yes, it terms that this is a unit I
teach, the students were actively engaged and they are caring over what they have learned.
Optional: Include a copy of one to three samples of completed student assignments, one­three
teacher­generated handouts, and/or other materials that could be shared with future participants in the
Waste Reduction course.
2nd Grade Unit, by Melanie Langner
The Gift of Nothing& Joseph Had a Little Overcoat
Before: bring a pair of washed pants to re­purpose
Essential Question:
What is the relationship consumption/ownership to happiness?
Divide class in ½. 1­1:30 Group 1 with Mrs. Loving, Group 2 with Ms. Langner
1:30­2 Group 2 With Mrs. Loving, Group 1 with Ms. Langner
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Day 1 August 27
http://pbskids.org/loopscoops/happiness.html view…Think, Pair, Share
What can we learn from Brad, Oliver & Clementine?? “One small thing can
make you happier than a ton of stuff”
Read Aloud The Gift of Nothing (Use Smartboard document)
Quick Write Assessment: What is a gift you can give to yourself or
others? Draw or write
Share with your table partners your ideas
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Reflection: Students immediately understood the message from the loop
scoops video. That having more toys & other “stuff” does not complete
their lives. They loved the book, The Gift of Nothing. I am going to plan
on rereading this book before Christmas as a reminder of what brings
happiness. In students’ journaling they shared that they could give the gift
of smiles, hugs, kisses, pictures & paintings. One student shared that they
could give the gift of time. This led to an interesting discussion about their
parents…this is what they want the most from their parents. A deep
thinking day!
Day 2 August 28
Review yesterday, Do we need “stuff “ to make us happy?
Have you ever had a toy, piece of clothing etc. that you turned into
something new and different? Think, Pair, Share
Read aloud from the Smartboard document Joseph Had a Little Overcoat
Quick Write Assessment:What did Joseph do when his coat became old
and worn? Can you give any examples of other ways that Joseph reused
his coat?
Group Question: What do you do when something is old and worn out?
(Share Ben’s reused pants for bulletin board use)
Remind students tomorrow we start repurposing pants…bring them!!
Reflection: The kids have a great grasp of the message….things don’t
make us happy. Reading Joseph was a fantastic example of our project to
come. Their Quick writes showed varied examples of reusing. I plan to
REUSE this book every year during our communities unit! We discussed
if things are no longer useable to us, having garage sales & taking things
to Goodwill. Kids talked about having & giving away hand­me­down
clothes. Many students have not yet brought pants after many reminders. I
am going to have to have an alternate plan for them.
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Day 3 August 29
Fill out the web together as a class (use the Smartboard) How can we
reuse a pair of jeans?
Group Brainstorm: What does your family do with their stuff when you are
done with it? Use Smartboard to document it.
Show “garbage” video http://pbskids.org/loopscoops/garbage.html
Quick Write Assessment: Do we have things at home that other people
would be able to use? Where could we take that to make sure it goes to a
purpose?
Reflection:
The idea of Goodwill was brought up by students again today. Many
take old/unusable things in, but many also shop there. The ones that
shop there tried to convince kids that had never been inside to make a
visit. Loop Scoops is a fantastic resource. We are going to continue
use of it throughout the year! We also watched a “juice box” loop
scoop that shared scary facts about a juice box’s decomposition time.
Many kids noted this in their quick write and vowed to never use juice
boxes again.
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Day 4 August 30
Set up stations for glittering, painting, cutting around the room at lunch
Have students place pants on desks before they leave for lunch
Organize and begin to repurpose our pants! Have students plan to do 2
things to them.
Lay on the floor under the white board to dry
If we need extra time…use after recess
Reflection: Incredible day! Students were fantastic working together on
their projects. They needed lots of help with cutting at first, but teamed
up to complete their shirt­bags & funky pants. Our principal visited and
thought this was a fantastic project. She encouraged us to contact the
local paper.
Day 5 August 31
Journal: Draw a picture of yourself in your repurposed pants.
Assessment: Write about how it makes you feel to reuse them, rather than
to spend MORE money to buy new! Write several more sentences telling
about other things you already have at home that you can reuse in a new
way, or repurpose.
After last recess, have all students change into their pants & take a class
picture! Students can also hold their projects from Mrs. Loving in the
picture.
Refelction: Reread The Gift of Nothing…What gift did you give yourself
this week?
Reflection: Today the Pilot Tribune interviewed Melissa and I. Very
exciting to share students learning. I plan to continue this each year
during the communities unit.
Many students commented throughout the week that they shared our
blog updates with parents, expressed interest in visiting Goodwill and
were making changes in their home (ie: no more plastic Walmart bags,
plastic bottles, juice boxes). When students took their ideas home and
started evaluating their family’s lifestyle, I knew that learning had taken
place!
Further Reflection:
By the end of the unit , did my students know what I wanted them to
know?
Yes, quick writes reflected meaningful learning throughout the week. They
continue to pull the books that we received from the class off the shelves
and discuss them with partners. Projects keep coming to school on the
kids & they are proud to show them off.
Did they do what I wanted them to do?
Yes! All kids participated by bringing at least one clothing item in the end
and were able to enjoy the project day. One child spent the weekend
doing “frame” projects that Melissa had shared…repurposing frames with
fabric and spray paint to make a birthday gift for a teenage sister.
Did the unit fit the goals and objectives of my class?
Yes! I pulled the following from the Iowa Core site on the DE webpage:
Definition of Social Studies
National Council for the Social Studies (NCSS):
The founders of our country emphasized that the vitality and security of a democracy depends upon the
education and willingness of its citizens to participate actively in society. This level of participation requires
civic competence. In other words, it is imperative that our future generations gain an understanding of the
core concepts of social studies. Life in the United States within our democratic system is constantly changing
which creates varying social circumstances. As a result, citizens need to adapt to such changes in order to
sustain vital democratic traditions. Meeting this need is the mission of the social studies.
In social studies, students develop knowledge, skills, and dispositions, including but not limited to:
• Possessing basic knowledge and ways of thinking drawn from many academic disciplines
• Expressing ideas in written form
• Reading reflectively and critically
• Analyzing their own and others’ opinions on social issues
• Becoming motivated to participate in civic and community life as active and informed citizens
Class blog post, webs & quick writes:
http://www.langnersletters.blogspot.com/2012/09/brainstorming­and­more.
html
Class blog post, Pilot Tribune link, project day:
http://www.langnersletters.blogspot.com/2012/09/waste­reduction.html